Scholastic Assessment or g?

  title={Scholastic Assessment or g?},
  author={Meredith Frey and Douglas K. Detterman},
  journal={Psychological Science},
  pages={373 - 378}
There is little evidence showing the relationship between the Scholastic Assessment Test (SAT) and g (general intelligence). This research established the relationship between SAT and g, as well as the appropriateness of the SAT as a measure of g, and examined the SAT as a premorbid measure of intelligence. In Study 1, we used the National Longitudinal Survey of Youth 1979. Measures of g were extracted from the Armed Services Vocational Aptitude Battery and correlated with SAT scores of 917… Expand
ACT and General Cognitive Ability.
Abstract Research on the SAT has shown a substantial correlation with measures of g such as the Armed Services Vocational Aptitude Battery (ASVAB). Another widely administered test for collegeExpand
SAT predicts GPA better for high ability subjects: Implications for Spearman's Law of Diminishing Returns.
This is the first study to show that the predictive validity of the SAT varies for ability groups that differ in g, and contradict a presumption, based on Spearman's Law of Diminishing Returns, that a test's predictive validity should be lower for high ability subjects. Expand
Relations among general intelligence (g), aptitude tests, and GPA: Linear effects dominate
Abstract This research examined linear and nonlinear (quadratic) relations among general intelligence ( g ), aptitude tests (SAT, ACT, PSAT), and college GPAs. Test scores and GPAs were obtained fromExpand
SAT and ACT predict college GPA after removing g
Abstract This research examined whether the SAT and ACT would predict college grade point average (GPA) after removing g from the tests. SAT and ACT scores and freshman GPAs were obtained from aExpand
The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed, individually administered psychometric instrument designed to measure general cognitive ability, as well as verbalExpand
Successful intelligence: A model for testing intelligence beyond IQ tests
Abstract Standard conventional tests only assess a narrow sampling of the abilities required for success in school and in life. In contrast, the augmented theory of successful intelligence assertsExpand
Non-g Factors Predict Educational and Occupational Criteria: More than g
  • T. Coyle
  • Psychology, Medicine
  • Journal of Intelligence
  • 2018
This Special Issue concludes with suggestions for future research, with a focus on theories of non-g factors (e.g., investment theories, Spearman’s Law of Diminishing Returns, Cognitive Differentiation-Integration Effort Model) and a magnification model of non -g factors. Expand
Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests
Abstract We examined the degree to which the conventional notion of g associated with IQ tests and general cognitive ability tests (COG-g) relate to the general ability that underlies tests ofExpand
Males have greater g: Sex differences in general mental ability from 100,000 17- to 18-year-olds on the Scholastic Assessment Test ☆
In this study we found that 17- to 18-year old males averaged 3.63 IQ points higher than did their female counterparts on the 1991 Scholastic Assessment Test (SAT). We analysed 145 item responsesExpand
Validation of the Frey and Detterman (2004) IQ prediction equations using the Reynolds Intellectual Assessment Scales
Abstract This study sought to assess the ability of the equations Frey and Detterman (2004) presented to assess IQ in the Reynolds Intellectual Assessment Scales (RIAS). The study confirmed Frey andExpand


The Armed Services Vocational Aptitude Battery (ASVAB)
The Armed Services Vocational Aptitude Battery (ASVAB) is administered to over 1 million participants in the USA each year, serving either as a screening test for military enlistees or as a guidanceExpand
Since 1964, colleges have been sending data to the College Board Validity Study Service in order to determine the degree to which measures used in admissions predict college performance. TheseExpand
Use of demographic variables to predict full scale IQ: a replication and extension.
The present study cross-validated and attempted to improve the one existing method of using demographic variables in a systematic way to predict WAIS Full Scale IQ to reveal systematic differences in accuracy of prediction and direction of prediction error for IQs in the high and low ranges. Expand
A Structural Model of Academic Performance, Socioeconomic Status, and Spearman's g
The study of psychometric g, a focus of research in both educational and occupational settings, recently has been raised to new levels by advances in covariance structure modeling, which allowsExpand
Factor Analysis of the Asvab: Confirming a Vernon-Like Structure
The Armed Services Vocational Aptitude Battery (ASVAB) has been used in its current item and content form for more than a decade. Its latent structure, although explored in factor analyses, has neverExpand
Aptitude-related differences in auditory recognition masking☆
Abstract An auditory backward recognition masking task (Massaro, 1970) was administered to undergraduates selected for extreme scores on the Scholastic Aptitude Test and the Cattell Culture FairExpand
The g Factor: The Science of Mental Ability
A pesar de la relativamente corta historia de la Psicologia como ciencia, existen pocos constructos psicologicos que perduren 90 anos despues de su formulacion y que, aun mas, continuen plenamenteExpand
The Big Test: The Secret History of the American Meritocracy
The high ram pressure formed at the stagnation point of a projectile nose in flight is used as a source to drive a fluid oscillator within the projectile. A piezoelectric crystal is connected to theExpand
The SAT revolution: The new test spells the end of IQ
  • 2002
The SAT revolution: The new test spells the end of IQ- and big changes for American education
  • Retrieved November
  • 2002